導(dǎo)師你還記得我么雙語(yǔ)美文
學(xué)生說(shuō)，大學(xué)畢業(yè)時(shí)，導(dǎo)師竟然連我的名字都不記得;導(dǎo)師卻說(shuō)，學(xué)生找我，除了要求改成績(jī)，就是要寫(xiě)推薦信。什么時(shí)候開(kāi)始，大學(xué)里的師生關(guān)系變得如此單薄?接下來(lái)，小編給大家準(zhǔn)備了導(dǎo)師你還記得我么雙語(yǔ)美文,歡迎大家參考與借鑒。
導(dǎo)師你還記得我么雙語(yǔ)美文
Chen Chen, 22, had her graduation farewell dinner weeks ago. But the law graduate of Shandong University still remembers the embarrassing moment when she proposed a toast to her professor and he couldn’t remember her name.
今年22歲的陳辰來(lái)自山東大學(xué)法學(xué)院，這個(gè)22歲的姑娘幾周前剛和老師同學(xué)一起吃了散伙飯。但是，至今她還記得自己在飯桌上向?qū)熅淳茣r(shí)，導(dǎo)師卻不記得她名字的尷尬時(shí)刻。
“I immediately blushed,” Chen says. “I wasn’t close to my professor, but I didn’t expect our relation to be so tenuous.”
她說(shuō)：“我當(dāng)時(shí)臉就紅了，雖然我和導(dǎo)師不是很親近，但沒(méi)有想到大家竟陌生到如此地步?！?/p>
Different from teacher-student relations at high school, professor-student relations in college are not so close. According to a recent survey of 2,230 students and 270 professors by Beijing Normal University, 32 percent of students rarely communicate directly with their professors.
大學(xué)里的師生關(guān)系早已沒(méi)有高中時(shí)那么親密。在北京師范大學(xué)對(duì)2230名大學(xué)生和270位導(dǎo)師的調(diào)查中，有32%的學(xué)生幾乎不與導(dǎo)師進(jìn)行面對(duì)面的溝通交流。
Professors believe students should take the initiative in tackling this problem.
導(dǎo)師則認(rèn)為，解決這一問(wèn)題，學(xué)生應(yīng)該更主動(dòng)一些。
Emotional bond
情感交流
Zhang Tingting, 19, a Chinese language and literature major at Jinan University, is sitting in the staff office watching a Korean soap opera with her professor. They’ve been good friends since Zhang’s freshman year, when she went through a bad breakup.
來(lái)自暨南大學(xué)漢語(yǔ)言文學(xué)專(zhuān)業(yè)的19歲姑娘，張婷婷，正坐在導(dǎo)師的辦公室里和導(dǎo)師一起看韓劇。自從張婷婷經(jīng)歷了大一那場(chǎng)痛苦的失戀之后，她就和導(dǎo)師成為了好朋友。
“I was alone in the classroom and crying when my professor saw me. She comforted me and straightening me out,” Zhang says. After that, they talked about their personal lives and discovered their shared interest in Korean dramas.
她說(shuō)，“當(dāng)時(shí)導(dǎo)師看到我一個(gè)人在教室里哭，她就過(guò)來(lái)安慰我，讓我漸漸恢復(fù)平靜，振作起來(lái)?！弊源酥?，她們就常常聊起私人生活，然后就發(fā)現(xiàn)兩人都對(duì)韓劇情有獨(dú)鐘。
“That made her amicable and accessible to me,” Zhang says. She now visits her professor’s office on a monthly basis to discuss her academic problems and future plans. Zhang is glad that she had the opportunity to form a close relation with her professor.
張婷婷還說(shuō)，“老師的安慰讓我覺(jué)得她是一個(gè)平易近人又和藹可親的人?！爆F(xiàn)在，她平均每個(gè)月都會(huì)去導(dǎo)師的辦公室一趟，向?qū)熣?qǐng)教學(xué)術(shù)問(wèn)題，制定未來(lái)的計(jì)劃。能有機(jī)會(huì)和導(dǎo)師建立如此親密的關(guān)系，讓張婷婷倍感欣慰。
Pragmatic approach
功利目的
Approaching professors requires a proper reason and good manners. Li Hongyan, professor of communication at China Agricultural University, checks her phone for new messages after every class. One day, she received several WeChat messages, one of which said: “Professor Li, I want to study abroad. Could you please increase my score to meet the foreign university’s requirements?” Li sighed - this was the last message she wanted to receive.
接近導(dǎo)師同樣需要目的合理、方法得當(dāng)。李紅艷是中國(guó)農(nóng)業(yè)大學(xué)的老師，她每節(jié)課之后都會(huì)看看自己的手機(jī)。有一天，她收到好幾條微信，其中一條寫(xiě)著“李老師，我很想出國(guó)留學(xué)，您能再給我加點(diǎn)分，讓我的成績(jī)達(dá)到外國(guó)大學(xué)的入學(xué)要求么?”李紅艷嘆了口氣，這是她最不想收到的微信。
Li has been using WeChat to facilitate communication with her students. “Those who are afraid to talk face to face with professors can always find me on WeChat,” she says. In recent years, however, she has noticed that students are becoming increasingly pragmatic.
李老師使用微信，是為了更方便地與學(xué)生交流。她說(shuō)：“這樣，那些害怕和我面對(duì)面交流的同學(xué)，可以通過(guò)微信聯(lián)系到我?！钡?，這幾年，她發(fā)現(xiàn)學(xué)生變得越來(lái)越功利。
It’s common for today’s young people to focus on their personal interests, according to Li. “But when students expect tangible benefits from us, there’s not much we can do,” she says.
她覺(jué)得現(xiàn)在的年輕人只關(guān)注自己的利益，而這已經(jīng)成為一種普遍現(xiàn)象。她說(shuō)，“當(dāng)學(xué)生想要從我們這里獲得實(shí)際的利益之時(shí)，我們往往都無(wú)能為力。”
Chen Yongmei, associate professor of Japanese at Beijing Forestry University, believes such students are not representative of the mainstream. Whether students approach professors largely depends on their personality.
陳詠梅是北京林業(yè)大學(xué)日語(yǔ)系的一名副教授，她覺(jué)得這樣的學(xué)生并不能代表主流。她認(rèn)為，學(xué)生能否和導(dǎo)師拉近關(guān)系，很大程度上取決于學(xué)生自身的性格。
“Some of them are very outgoing and more than willing to share their thoughts with us. But if they’re not, we don’t force them to,” she says.
她說(shuō)，“一些學(xué)生性格比較開(kāi)朗，更喜歡和我們交流他們的想法。但是，如果他們不愿意開(kāi)口，我們也不會(huì)強(qiáng)迫他們?！?/p>
Another factor that affects professor-student relations is the professors’ way of teaching. Chen says she teaches both a compulsory and a selective course. In the selective course she tends to deliver classes in a more entertaining way, using cartoons and funny videos.
陳詠梅認(rèn)為，另一個(gè)影響師生關(guān)系的因素則是導(dǎo)師的教學(xué)方法。她說(shuō)，自己既教授必修課，也講授選修課。在選修課上，她會(huì)使用漫畫(huà)或是視頻，課程也會(huì)增加更多的趣味性。
“Students in this course are more willing to communicate with me than students in the compulsory course,” she says.
她說(shuō)，“于是，選修課上的學(xué)生會(huì)比必修課的學(xué)生更加活躍，愿意與我交流。”
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導(dǎo)師你還記得我么雙語(yǔ)美文
